I attended the Sloan C’s 4th annual international symposium on Emerging Technology for Online Learning in San Jose, CA from July 11 – 13, 2011. The presentation and poster topics in this conference include pedagogy, instructional design and support of online classes, the new learning communities, inventive uses of media and tools, administration, infrastructure, support services to support online and hybrid environment and the cutting edge sessions.
The keynote address was given by Bryan Alexander, a senior fellow at the National Institute for Technology in Liberal Education. He researches, writes, and speaks about emerging trends in the integration of inquiry, pedagogy, and technology and their potential application to liberal arts contexts. The title of his address is “Imaging the future of education: Scenarios of learning after technology”. In his very engaging speech he proposed five scenarios for the near future of education (in 2016) which were presented at: http://prezi.com/vubhcwzhbti-/several-stories-for-several-academic-futures/. They are “digital balkanization”, “the wide open world”, “gamified world”, “augmentation nation”, and “the long great recession”. Bryan Alexander used examples to illustrate scenarios in global digital context and their impact on campus life. He then asked the audience what are their preferred scenarios and what scenarios they think are most likely to happen. I really hope that “the long great recession” is over in the near future. I believe that the other four scenarios will co-exist for some time.
This web service is free and can be used for courses or any online community. You just need to create an account. Then upload or embed a video and create the discussion questions. Afterwards, send invitations to your students. You can make the discussion forum private or public. This is the first platform I’ve seen that combines videos and structured meaningful discussions in one place. I can see many uses of Vialogue for courses in different disciplines. For example, for a political science course, a discussion about a political event shown in a video can be created. For a nursing course students can discuss about a scenario in a hospital that is video taped. In a video production course students can upload videos they created for critique.
Open Education Resources (OER)
There were plenary and presentation sessions about this topic. OER refers to openly licensed (Creative Commons) high quality digitized educational content, tools and communities. OERs are available anywhere at anytime and they are free. Michigan State University presented their experience in developing open educational programs (http://msuglobal.com/oer/). They explained that a dual approach needs to be employed in order to increase the sustainability of the OER, which includes development, and usage & discoverability, and pointed out that the latter is more difficult. That is to build awareness of the existing OER and a community of users, creators and improvers. It is important to establish metadata when developing OER so that they become searchable and to make use of repositories and digital libraries.
There was a plenary session “Publish or perish: Will the OER kill the publishing world or fit in it?” which was a moderated discussion among representatives from textbook publishing companies. They examined the roles of OER and traditional publishers in the changing landscape of educational media. They see the need to organize, classify the OER in order to improve the usability and reusability, and to make the “traditional textbook” content interactive and to build in learning analytics into it.
What is MOOC? Watch this video:
I also attended a session on lessons learned by the presenter from her experience in taking an MOOC – Massive Open Online Course “PLENK 2010“. The presenter, Dalit Levy, is a faculty member at Kibbutzim College of Education in Israel. She described that she felt overwhelmed in the MOOC at first. As time went, she found her way around and came up with her four lessons: “Learning in a MOOC is possible”; “Learning often occurs through the back channel”; “Learning without being assessed”; “Learning needs a daily reminder” (http://plenk2010.tumblr.com/post/2153872549/paper-accepted-for-chase-2011-about-plenk2010). She also showed us a tool “PearlTrees” (http://www.pearltrees.com/) that she used to visually construct her Personal Learning Environment (PLE). It includes connections to learning resources, topics in which she is interested, people to whom she is connected, etc.
I think that MOOC could be a good format for professional development and life long learning.
In a pre-conference workshop I attended there was a presentation by Phil Ice, VP for research and development, from American Public University System on “Multi-level institutional application of analytics”. He showed us how they used an analytics system to flag students who have certain percentage potential to withdraw from a course based on the data collected from many data channels related to student learning activities. It could predict that a student has 90% chance to withdraw from a course in 5 days, for example. Then they provided proper intervention, which resulted in the increase of student retention in courses. He pointed out that industries have been using analytics to collect user data on the internet in order to adjust their strategies to sell their products and suggest things for users to buy online. Academic institutions should also be able to collect data of student learning activities and to adjust the instruction accordingly and provide earlier intervention to students at risk. The big potential of learning analytice is to help faculty identify student’s learning needs and design better instruction. Learning analytics is also on the 2011 Horizon Report as one of the six featured technologies to watch. Its predicted time-to-adoption is four to five years http://wp.nmc.org/horizon2011/sections/learning-analytics/.
In one of the cutting edge sessions the CEO of Intellidemia presented a solution for creating interactive and dynamic syllabus easily. As more and more students want to be able to access their learning materials including the syllabus anywhere anytime, what is the best way to post syllabus online? How can faculty use it to keep students on track and their time on task? Can students view the course syllabus before registering for a course? Is it easy to update? How can faculty members collaborate to create syllabi that share some common elements but differ in other details? Watch the linked video to find out how this type of tools can help. http://www.intellidemia.com/products/tour.php
There are many presentations on pedagogy and best practices of online instruction. You can learn more from the conference proceedings at: